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HIGH SCHOOL REFORM TO IMPROVE MATH ACHIEVEMENT
by
Kimberly Tresvant
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Kimberly A. Tresvant

This study examines math achievement as a result of policy initiatives in combination with school design, best practices and school leadership. The study focuses on five research questions: What was the pattern of math achievement for various students at the school? What policy initiatives, as well as curriculum, instruction/and related conditions seem to be related to improved math achievement at the school? What change process did the school use to enhance its math program and strategies to assist students in math? To what extent was strong instructional leadership important in improving the math programs/strategies, and math achievement among students? Details of implementation and adoption of specific policy initiatives and school based programs for mathematics was examined in the context of improving mathematics performance. Instructional leadership and its impact on mathematics achievement where leadership lacks strong pedagogical content knowledge in mathematics education were examined, incorporating an understanding of how leaders work effectively in this context. The study utilized both qualitative and quantitative data in conjunction with a school profile, instructional leadership interviews, teacher interviews and surveys. The study investigated the pattern of math achievement for various students using data collected from Annual Yearly Progress (AYP) data and results from the California Department of Education High School Exit Exam office. Policy initiatives, as well as curriculum, instruction/and related conditions that seem to be related to improved math achievement at the school was standards-based instruction and the CAHSEE. A change process could not be substantiated.; Strong instructional leadership in improving the math programs/strategies was important in establishing a vision for learning, supervision and monitoring of instruction, community and political knowledge, the leader's knowledge regarding the culture of learning and in the use and analysis of data. How instructional leaders responded in academic areas for which they were not experts was delegation of authority, empowering the department chairperson, bringing in outside experts and changes in outside experts and changes in personnel assignments.

HIGH SCHOOL REFORM TO IMPROVE MATH ACHIEVEMENT
by
Kimberly Tresvant
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Kimberly A. Tresvant